pursuit of high school studies."
This whole investigation is probably much too favorable to the Negro race, first because Negro high school pupils represent a more careful selection than do the white pupils; but most of all because no distinction was made between Negroes and mulattoes.
B. A. Phillips, studying the public elementary schools of Philadelphia, found20 that the percentage of retardation in the colored schools ranged from 72.8 to 58.2, while the percentage of retardation in the districts which contained the schools ranged from 45.1 to 33.3. The average percentage of retardation for the city as a whole was 40.3. Each of the colored schools had a greater percentage of retardation than any of the white schools, even those composed almost entirely of foreigners, and in those schools attended by both white and colored pupils the percentage of retardation on the whole varied directly with the percentage of colored pupils in attendance.
These facts might be interpreted in several ways. It might be that the curriculum was not well adapted to the colored children, or that they came from bad home environments, or that they differed in age, etc. Dr. Phillips accordingly undertook to get further light on the cause of retardation of the colored pupils by applying Binet tests to white and colored children of the same chronological age and home conditions, and found "a difference in the acceleration between the two races of 31% in favor of the white boys, 25% in favor of the white girls, 28% in favor of the white pupils with boys and girls combined."
A. C. Strong, using the Binet-Simon tests, found21 colored school children of Columbia, S. C., considerably less intelligent than white children.
W. H. Pyle made an extensive test22 of 408 colored pupils in Missouri public schools and compared them with